Invited Colloquium: Inclusivity in French Second Language Education

Autor/in	Kennedy, Sara
Titel	Invited Colloquium: Inclusivity in French Second Language Education
Quelle	In: Language Teaching, 48 (2015) 2, S.281-283 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S026144481400041X
Schlagwörter	French; Second Language Instruction; Second Language Learning; Inclusion; Educational Practices; Compliance (Legal); Bilingual Education; Bilingualism; Conferences (Gatherings); Educational Researchers; Elementary School Teachers; Secondary School Teachers; Barriers; Classroom Techniques; Classroom Environment; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Französisch; Fremdsprachenunterricht; Zweitsprachenerwerb; Inklusion; Bildungspraxis; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Klassenklima; Unterrichtsklima; Ausland; Kanada
Abstract	The aim of this bilingual (French/English) symposium was to inform researchers and teacher educators about the specific challenges faced by second language (L2) students and teachers in creating an inclusive L2 classroom in order to encourage plurilingual, non-English-dominant students and students with learning difficulties to succeed. In the Canadian context, French is an official language and in six of the ten provinces, school districts must provide French as a second language (L2 French) instruction in elementary and secondary schools. The remaining provinces and territories typically offer L2 French instruction in many school districts. Therefore, almost all Canadian elementary and secondary school students are faced with either the obligation or the opportunity to learn L2 French. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01